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INTRODUCTION

The Water Crisis – Lessons to Challenge and Inform The Water Project, Inc. – All Rights Reserved

Dear Teacher,

Thank you so much for your interest in The Water Project! In the Teaching Tools portion of The Water Project web site, we have created several fun and engaging activities to help you teach your students about various components of the water crisis. We’ve set up the program in three parts: The Problem, The Solutions and Get Involved.

The activities are uniquely varied. Some of the activities are tied closely to our

website while others allow students to interact with the material in their own ways. Each of the activities can be used independently or together can become a full “Water Crisis Unit.” There are also a few additional materials available for student research which are listed at the end of this document.

The Problem section has two activities. In Abasi’s Story, students are asked to listen to (or read) two stories about a fictitious young boy named Abasi who lives in a West African village. The first story is set before his village has a well, and the second is about his life two years after the well’s completion. The stories highlight how clean and safe water improve health, poverty, education and hunger. In Scarcity Scramble, students move through three different stations to learn about resource abundance, physical scarcity, and economic scarcity using a “resource” that they know. The activity is designed for the “resource” to be candy or stickers, but you are welcome to modify the activity for whatever best motivates your class. The experience is made complete with photos/videos from our Media Kit and website (links provided).

The Solutions section has an all-encompassing activity called Project Matching that has students utilize clues and a fictitious map to determine which type of water projects would be most effective for each of 5 villages. Utilizing more than just cutting and pasting skills, there is an option for an Internet research component. A full page map and larger images are included that can be cut out for a whole class demonstration or activity. In addition to project matching, there is a simple Water Project Word Search based on the “Types of Projects” section of our website (http://thewaterproject.org/water_project_detail.asp).

The Get Involved section asks students to take up the cause of the water crisis and

do something about it. Students may choose to raise awareness and funds by doing our Water Challenge fundraiser, giving up all beverages but water for two weeks and donating

INTRODUCTION


the money that they would otherwise have used on drinks; or maybe they would want to host a walk for water where they carry water like many in developing countries do. Using our Fundraising Ideas page, some students may want to organize a one-time event and donate the proceeds from ticket or merchandise sales. Our resource center, myWaterProject, also allows students to raise their own awareness levels and fund-raise and can be used individually or with the whole class. We have also included some potential student resources. Just The Facts - The Water Crisis by the Numbers is a fact sheet that includes all sorts of compelling and interesting facts about the water crisis. Keep on Digging is an annotated bibliography that provides students (and you!) with links for future research. The bibliography is set up to familiarize students with the many different international organizations that report on different components of the global water crisis. Thanks again for your interest in The Water Project and if there is anything that we can help you with - please do not hesitate to reach out to us! R. Peter Chasse Founder and President

SUMMARY OF CONTENT


1

TABLE OF CONTENTS

WHAT YOU WILL FIND IN THIS PACKET ............................................................................... 2 LESSONS ...................................................................................................................................... 5

ABASI’S STORY ............................................................................................................................ 6 SCARCITY SCRAMBLE ................................................................................................................. 12 PROJECT MATCHING ................................................................................................................... 16 WATER PROJECTS WORD SEARCH ................................................................................. 26

GET INVOLVED .......................................................................................................................... 29 RESOURCES ................................................................................................................................ 31

JUST THE FACTS: WATER CRISIS BY THE NUMBERS ................................................ 32 KEEP ON DIGGING ................................................................................................................ 36

SUMMARY OF CONTENT


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WHAT YOU WILL FIND IN THIS PACKET THE PROBLEM: Abasi’s Story (Effects of Dirty Water) Abasi is a fictitious young boy in a West African Village. His before and after stories show students how clean water affects Abasi’s whole family and village by improving health, increasing wealth, encouraging education and decreasing hunger. Students develop listening (or reading) comprehension skills as they are encouraged to discuss each segment followed by a role-play or illustration time. The activity ends with a discussion of why the before and after are so different. Scarcity Scramble (Water Scarcity) In this group activity, water resources are replaced with candy or stickers! Students go through three different stations to learn the difference between abundance, physical scarcity and economic scarcity. At the abundance station, they are allowed to pick out as many pieces of candy/stickers as they’d like from a large bowl. At the physical scarcity station, they are only allowed to pick out one type of candy/sticker from a medium bowl. At the economic scarcity station, they are not allowed to have any candy/stickers from the large bowl in front of them, but must walk across the room to a small bowl to get broken candy pieces/empty sticker pages. A full “symbolism guide” provides insights into what each component looks like in real life. Following the stations, students look at pictures/videos of what these three terms mean in the context of water. THE SOLUTIONS: Project Matching (Types of Projects) This packet contains a variety of options for how to teach students about the different types of water projects we use. Students must ultimately select the type of water project that will best serve each of 5 different villages using a series of clues and a map. Depending on the level of your classroom, this activity can be done as a full class with a large full page map of the imaginary region and big pictures, or done as an individual worksheet. Two options for worksheets are included; one is all-inclusive while the other gives the activity a small Internet research component using the “Types of Projects” section of The Water Project website. Both worksheets include a cut and paste section.

SUMMARY OF CONTENT


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Water Project Word Search (Types of Projects) This word search is more than just asking students to recall words. The clues lead students to the “Types of Projects” section of The Water Project’s website. As they read through the material, students should determine the answers to the clues and write them down before they begin looking for words in the puzzle. GET INVOLVED: The Water Challenge (Diverting Funds) The Water Challenge asks students (and maybe even teachers!) to give up all non-water beverages for two weeks. The idea is that money that would normally be spent on consumption is simply diverted to a contribution. The Fundraiser Kit includes handouts, posters, videos and a Leader’s Guide. The Leader’s guide even includes a letter explaining The Water Challenge to parents. Participants also receive free wristbands to remind themselves of the challenge. More information is available at: http://thewaterproject.org/thewaterchallenge.asp Fundraising Ideas (Raising Funds) Our Fundraising Ideas page is just the tip of the iceberg! Using the images, posters and logos in our Media Kit, the Fundraising Ideas will really take life and you’ll see just how creative your students can be. Students are welcome to design their own The Water Project t-shirts with our logo or host an event like a talent show or concert. Both of these great resources are available for download at: http://thewaterproject.org/start-a-fundraiser.php myWaterProject (Raising Awareness) The myWaterProject resource area allows any individual to learn more about the water crisis. Students can set up a profile and then gain impact points for downloading videos, handouts, and other materials. Students can also organize their own Water Challenges and fund-raising events through the interface. To log in and explore go to: http://my.thewaterproject.org/

SUMMARY OF CONTENT


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ADDITIONAL RESOURCES: Just the Facts; Water Crisis by the Numbers (Fact Sheet) This page gives all of the facts and statistics used throughout The Water Project website in one easy to access place. Citations are included for students that may be trying to cite or find original sources. Keep on Digging (Annotated Bibliography) This bibliography gives students a place to start their own personal research into the water and sanitation sector. Annotations are made to help students determine whether the particular source contains the sorts of information they are looking for.

the water project - teaching guide

Lessons

LESSON: abasi’s story


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Abasi’s Story

Abasi is a fictitious young boy in a West African Village. His before and after stories show students how clean water affects Abasi’s whole family and village by improving health, increasing wealth, encouraging education and decreasing hunger. Overview: This listening comprehension activity tracks a young boy named Abasi as his village receives a well. The before section brings up the problematic effects of dirty water while the after shows how clean water fixes them. Students are encouraged to role-play or illustrate the two pieces as well as discuss them with the teacher. Teachers may also choose to make this story into a comparison or reading comprehension activity. Materials: - Abasi’s Story: Before - Abasi’s Story: After - Board or large paper to write down discussion - Coloring materials and/or space to role-play - The Water Project Media Kit (available at: http://my.thewaterproject.org/action/grab-our-media-kit-pictures-logos-handouts-etc) (Option: If you prefer a video option: http://vimeo.com/21941073 is a great before video and http://vimeo.com/26589110 is great after) Procedure: 1. Read students Abasi’s Before story aloud. 2. Show students the photo “Young Boy Collects Water in Central Kenya” from the media kit or you may want to select a specific project from our See section like this one: http://thewaterproject.org/community/projects/rwanda/new-well-in-rwanda-3009 3. Discuss the story and write down student responses on the board or large paper: Example questions:

What are some things that Abasi and his family worry about? What would it feel like to have to miss school to go work? What would it be like to be Abasi’s sister/mother/father/brother?

- Suggestions: You may want to create a chart like the one below or use a Ven Diagram.



7

Try to anchor students into 4 different topics: health, hunger, education, and money (poverty). Example:

Family Member Before After

Abasi - sick sometimes - misses school to sell crops - goes to bed hungry

Abasi’s Father - sick sometimes - worried about money - has bad crops - goes to bed hungry

Abasi’s Mother - sick sometimes - no time for a paying job - goes to bed hungry

Aluna - misses school walking for water - goes to bed hungry - sick sometimes

Karim - sick a lot - will not be able to go to school without a uniform - goes to bed hungry

4. Have students create a role-play of Abasi’s family or draw a picture of Abasi’s family from the Before story. 5. Have students share and explain their work. 6. Read Abasi’s After story. 7. Show students the photo “New Well for a Secondary School in Kenya” from the media kit or you may choose to use a specific project from the See section like: http://thewaterproject.org/community/projects/rwanda/new-well-in-rwanda-3009



8

8. Discuss the story and write down students responses. If you’ve made a chart, add a column for “After” again anchoring students in the topics of health, hunger, education and money (poverty). Example questions:

How has life changed for Abasi, Aluna and Karim? What about their Mother/Father? Does Abasi’s family still go to bed hungry? What does Abasi’s mother do now that she has more time?

Example:

Family Member

Before After

Abasi - sick sometimes - misses school to sell crops - goes to bed hungry

- stays in school - gets to eat meat - rarely get sick

Abasi’s Father - sick sometimes - worried about money - has bad crops - goes to bed hungry

- has better crops - has a stall at market - gets to eat meat - rarely get sick

Abasi’s Mother - sick sometimes - no time for a paying job - goes to bed hungry

- makes and sells jewelry- gets to eat meat - rarely get sick

Aluna - misses school walking for water - goes to bed hungry - sick sometimes

- stays in school - gets to eat meat - wants to be a nurse now - rarely get sick

Karim - sick a lot - will not be able to go to school without a uniform - goes to bed hungry

- gets to go to school - gets to eat meat - rarely get sick



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9. Have students create a role-play of Abasi’s family or draw pictures of Abasi’s family from the After story. 10. Have students share their work and explain how they are different from the Before pictures/skits. Optional: Your students may be moved to want to help other children like Abasi. Consider taking the Water Challenge as a class! http://thewaterproject.org/thewaterchallenge.asp You and your students give up all non-water beverages for two weeks and donate the money that you would have spent on sodas, juice, milk, etc. Or maybe some other fundraiser is more to your liking. Get started or just get ideas: http://thewaterproject.org/start-a-fundraiser.php



10

Abasi’s Story: Before Clean Water

Abasi is 10 years old and lives in a small village in West Africa. He has two younger siblings. His sister Aluna is 8, and his brother Karim is just 5 years old. Abasi’s father is a farmer. Abasi’s mother doesn’t have time to do any paying work because she spends 4 hours every day walking several miles to the river to get water.

The people in Abasi’s village don’t have running water in their houses but get their

water from the river. The water is brown and doesn’t taste very good, but Abasi and his family have to drink it anyway because it’s the only kind of water they have. Sometimes the water even makes Abasi’s family sick.

When Abasi and his sister are sick they miss school. Sometimes Aluna has to miss

school because their mother is sick and so Aluna has to walk to get water. The water is so heavy though that it takes Aluna most of the day to bring it back from the river. If Abasi’s father is sick, Abasi has to miss school to work in the fields. Karim was sick a lot as a baby and a young child. The bad water would give him diarrhea. Abasi’s family is really grateful that he is still alive, because a lot of children in his village die before they get to 5 years old from diarrhea.

Abasi’s family never seems to have enough money. Karim should start school this

year, but the family can’t afford the cost of the uniform or the books, so he still stays at home. Without money, the family can’t pay for medicine either, so when they get sick it takes a long time to get better. Sometimes, Abasi will miss school to go sell the family’s vegetables at the market but not many people buy them.

The vegetables in Abasi’s father’s farm don’t grow very well because they only get

the dirty water that Abasi’s mother brings from the river, when they get water at all. A lot of times, there aren’t any extra vegetables to sell. Sometimes, there aren’t even enough for Abasi and his family, so everyone has to go to bed still hungry.

Abasi heard his mother and father talking the other day though that things were

going to change soon because a well was going to be built. Abasi hopes his parents are right because he wants to stay in school and become a doctor.



11

Abasi’s Story: After Clean Water

Abasi is now 12 years old. He has two younger siblings. His sister Aluna just turned 10, and his brother Karim is 7 years old. Abasi’s father is still a farmer, but now his parents have a permanent stall at the market too! While Abasi’s father sells vegetables there Abasi’s mother has started a business making and selling jewelry. She says that it’s because she has so much more time now that she doesn’t have to go all the way to the river.

The water from the well is so much better than the old river water. It comes out

clear and doesn’t taste, or even smell bad. In fact, it doesn’t smell at all. The water from the well doesn’t make the family sick either so Abasi and Aluna get to go to school every day instead of having to work. Abassi’s parents’ stall at the market makes enough money that Karim comes to school now too. The kids learned about hand-washing at school and built a new hand-washing station for their family at home, so now no one gets diarrhea anymore. Abasi still wants to be a doctor, but even Aluna now is talking about becoming a nurse!

Because the water is so much closer and cleaner now, the plants grow

better. Everyone seems to want to buy Abasi’s father’s vegetables at the market and almost once a week now the family can afford meat too.

Abasi’s family aren’t the only ones to have gotten a better life from the new well. It

seems like everyone in the village has! The classrooms are so full now, that there are plans to make a bigger school. The markets are so busy now that people from other villages are coming to the village to buy things. The new well has greatly changed Abasi and his family’s lives for the better!

LESSON: scarcity scramble


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Scarcity scramble

This activity teaches students about different types of water scarcity using a “resource” that students know. While candy is recommended, if your school doesn’t permit food in the classroom, stickers or some other reward are also possible to use. Use whatever will most motivate your students. Overview:

This activity breaks students into three groups to go through 3 stations for approximately 5 minutes each. The first station is Abundance. At this station, students are given the opportunity to take as many pieces of candy/stickers from a large bowl as they’d like. The second station, physical scarcity, has students taking only one item from a medium sized bowl. The final station has a large bowl that is marked off-limits, with a small bowl of scraps (broken candy, wrappers, empty sticker pages, etc) across the room for students to take. The follow-up discussion utilizes the symbolism guide (on page 3), student experiences and a variety of media options. Photos/videos of economic water scarcity are available from The Water Project (links are listed below) while physical scarcity and abundance utilize outside sources (recommendations also listed below).

Materials: - 2 large bowls of candy/stickers, one with a lid or plastic wrap covering it. - A medium-sized bowl of candy/stickers - A small bowl with broken pieces of candy/wrappers/empty sticker pages - Marker and 3 pieces of paper (for labelling the stations) - Photos of different water abundance/physical scarcity situations (examples below) - The Water Project Media Kit, downloadable from: http://my.thewaterproject.org/action/grab-our-media-kit-pictures-logos-handouts-etc Set Up: 1. Abundance Station - Large Bowl with a large variety of candy/stickers. - Example Written Directions: “Abundance: take as many candies as you’d like, but don’t eat them yet.”

At the abundance station, students may choose as much candy/stickers as they’d like from a large bowl of all kinds of candy/stickers.



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2. Physical Scarcity Station - Medium-sized bowl with a smaller variety of candy/stickers. - Example Written Directions: “Physical Scarcity: take only 1 lollipop/sticker.”

At the physical scarcity station, students have a medium-sized bowl and are only permitted to take out one of a certain type (only lollipops, only star stickers, etc.) such that there are only enough items so that everyone in the class has one.

3. Economic Scarcity Station - Large bowl of candy/stickers, covered with plastic wrap and a large X written on the top. - Small bowl of candy wrappers/broken pieces of candy/stickers, located on the other side of the room. - Example Written Directions: “Economic scarcity: you may NOT take any candy from the big bowl. WALK across the room to the small bowl where you may take only 1 piece per trip but you can take as many trips as you’d like.” Note: Don’t mention that the candy/stickers are broken.

At the economic scarcity station, there is a big bowl of candy/stickers with a lid (or plastic wrap) covering it and a big X over it. Students are not permitted to take from that bowl but must walk across the room to where you have put a small bowl of broken pieces/empty sticker pages. Students may take only 1 item per trip but are allowed to make as many trips as they’d like back and forth across the room.

Procedure: 1. Explain to students that today they are going to learn about scarcity. Explain that water scarcity can mean two different things. Write on the board the two different types:

Water scarcity can mean:

Physical scarcity - There is not enough water. Economic scarcity - People don’t have access to clean/safe water.

2. Tell students that in the activity that they’re going to do candy/stickers are their water. 3. Split students into 3 groups and assign each to a station. 4. Pick one person in each group to be the leader (or let students choose). This person will read the direction page at each station. Otherwise, students must stay quiet during the activity.



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5. Once each group has moved to their first station, have the leaders read and give students a few minutes (no more than 5) to complete the station before rotating. Recommendation: Stand by the small bowl for economic scarcity as students will want to comment on the broken pieces, remind them as they come to you that they must stay quiet and not comment. 6. Have students rotate through all three stations and then have them return to their regular seats. Note: You will need to address the candy/sticker situation. If you’d like, students may eat a piece of candy now or put it in their bags to take home or put the rest of the candies back in the bowls, etc. 7. Discuss: Ask students which station they liked most/least and why. Ask students why they did or did not walk more than once at the economic scarcity station. Ask what they thought and felt when the candy/stickers were broken. Use the symbolism guide below to help students understand the different components of the activity.

Symbolism Guide:

At the abundance station students had more than they could possibly use. This is symbolic of developed countries where people don’t worry about water at all.

At the physical scarcity station, students had less stickers/candies to begin with and were then limited in what they were actually allowed to have. This is symbolic of places where there is not very much water and water is further rationed to ensure that it is used properly.

At the economic scarcity station, students could only get 1 piece/wrapper at a time while a large bowl of good stickers/candies was prohibited. This is symbolic of how people in developing countries must go to great effort, often walking for many hours every day for very little, poor quality water while often below their feet is an aquifer of clean water that they simply don’t have the money or materials to access.

Note: We strongly encourage you to incorporate the students’ personal experiences into their discussions. For example floods, droughts, water in their basement, etc. You may want to ask students how their experiences are different from economic scarcity. 8. Have students look at photographs/videos of people in all three situations. You may use pictures of kids in a pool, holding a car wash, drinking all kinds of different beverages, etc. to show water abundance. For physical water scarcity pictures of deserts, droughts, and brown lawns will work. For economic water scarcity, you can use images from The Water Project Media Kit (available from http://my.thewaterproject.org/action/grab-our-



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media-kit-pictures-logos-handouts-etc) to show images of children getting water from dirty, open sources compared to clean, safe water coming from a well. If you would prefer a video option, the Kibito project in Uganda has a simple yet powerful video (<1 minute) of boys collecting water, along with some great photos of the subsequent hand-dug well. It is available here: http://thewaterproject.org/community/projects/uganda/new-well-uganda-605 Optional: Students may be moved to want to help solve the injustice of economic water scarcity. Have students get involved in solving the global water crisis by taking the Water Challenge as a class (http://thewaterproject.org/thewaterchallenge.asp) or starting another fundraising campaign where the class teams up to raise awareness and donate to a clean water project. See http://thewaterproject.org/start-a-fundraiser.php for downloadable ideas and to get started on a fundraiser.

LESSON: project matching


16

Project matching More than just cutting and pasting, this activity introduces students to the various water solutions that The Water Project employs in developing countries. Students must select which technology is best for a given village based on the set of clues that are provided. A map of the example region is also provided so that students can cut and paste the individual technologies on their specific villages. In some cases the map is a clue itself.

Overview:

This activity can be done in a variety of ways. You may opt to use the materials as standalone worksheets; or you might want to structure this lesson as an internet research activity. In this option, students use The Water Project “Types of Projects” website (http://thewaterproject.org/water_project_detail.asp) to determine which project is best rather than using the short descriptions that are available on the basic worksheet. We have also provided a full page map and a page of larger symbols that could be used for a “pin-the-tail-on-the-donkey” (though we don’t recommend making students dizzy!) type activity. Finally, the last page of this packet contains our recommended answers and justifications.

Packet contents:

- Basic Individual Worksheet (2 sided)

- Internet Research Worksheet (1 page)

- Full Page Map

- Full Page pictures to cut-out for demonstration

- Suggested Answers and Justifications

Note: You will also need scissors and glue for students to cut and paste pictures on to maps.

Optional:

Your students can see their very own water project come to life as they become part of the solution through awareness and fundraising activities. Get started at http://thewaterproject.org/start-a-fundraiser.php.

LESS

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18

Village 5 is right by the ocean so a lot of water evaporates and then causes rain.

Village 4 and Village 2 only have rain a few times a year.

Village 3 gets less and less rain every year because the desert is getting bigger.

Village 5 has sandy soil that can’t support underground pipes.



19

Name ___________________________

WATER PROJECT MATCHING

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21

Name ___________________________

WATER PROJECT MATCHING ACTIVITY

Directions:

Use the website http://thewaterproject.org/water_project_detail.asp and the clues/map below to determine which village needs which type of water project. Write your answers on the blanks. Your options are:

Well well repair weir rain catchment

After you’ve written your answer, cut and paste the correct project picture on each village. You will have four pictures left over.

CLUES

Village 1 is in the desert so it rains very rarely and never for very long.

Village 2 is right next to a riverbed but the water only comes a few times a year.

Village 3 used to have a well but is now broken so now the people walk to another village.

Village 4 people walk almost two hours to get water from the river.

Village 5 is right by the ocean so a lot of water evaporates and then causes rain.

Village 4 and Village 2 only have rain a few times a year.

Village 3 gets less and less rain every year because the desert is getting bigger.

Village 5 has sandy soil that can’t support underground pipes.

LESS

ANSW

Villag_____

Villag_____

Villag_____

Villag

Villag

SON: proj

WERS

ge 1 needs a ___________

ge 2 needs a___________

ge 3 needs a___________

ge 4 needs a

ge 5 needs a

Wells and

ject mat

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__.

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_______.

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22



23

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24



25

Suggested Answers and Justifications

Village 1 needs a well. Specifically they would need a deep well. Being in the desert, there is no riverbed that can be dammed, nor is there enough rain to warrant a rain catchment.

Village 2 needs a weir. Sand dams are ideal in this situation as the water only flows a few times a year. The limited rainfall means a rain catchment wouldn’t be greatly successful, and while a well is possible, the dryness of the area would mean the well would have to be very deep to reach a permanent aquifer. Further, the 3 well pictures that are available will be used more effectively in other villages.

Village 3 needs a repair. Too far from any river and receiving less and less rain every year, means that the best bet is to just fix what is already there. Well repairs are typically the easiest and most cost effective projects because in many cases they don’t need drilling, just repairs.

Village 4 needs a well. The river is not seasonal so a weir in this case is not feasible. The village’s close proximity to the river though likely means that the water table is quite near the surface. A hand dug or shallow well will likely be the best solution here.

Village 5 needs a rain catchment. Ocean water is not a good source of water because of the salt. The water cycle naturally desalinates the water and means that the people can drink the rain water safely. The sandy soil won’t support the building of a well, and it’s too far from the river for a weir.

LESSON: Water Project Word Search


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WATER PROJECTS WORD SEARCH

The Water Projects Word Search is more than just asking students to recall words. The clues lead students to the “Types of Projects” section of The Water Project’s website. As they read through the material, students should determine the answers to the clues and write them down before they begin looking for words in the puzzle. Overview: Have students use the information from the “Types of Projects” pages to fill in their answers (http://thewaterproject.org/water_project_detail.asp). It is recommended that you have students show you their answers before they are allowed to find them in the puzzle to ensure that they’ve actually read and not just searched for the key words.

H A U

A U N

N S D

D R A I N W A T E R E

W E L L R E P A I R R

A W A G

S E L R

H I I O

I R A U

N N

G P U M P S D

HAND WASHING 1. This activity, like teeth-brushing, is part of hygiene training. *2 words UNDER GROUND 2. Wells help people to use water that is located here. *2 words PUMPS 3. Some big wells have to use big trucks to install these deep enough.



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WELL REPAIR 4. This type of project is done when wells are broken. *2 words WEIR 5. This technology is located in a riverbed or channel to trap the water. RAINWATER 6. In some projects, this type of water is stored in big tanks that are attached to buildings.



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WATER PROJECT WORD SEARCH

H I O J N L O R I A M R U N

A R I H S W G D M U S E N T

N G P A I N Y D A S X Y D I

D E L R A I N W A T E R E D

W E L L R E P A I R N S R D

A O O E W B T L F A I C G O

S J S E T E A D O L N A R S

H C A R A L I N T I U R O W

I N D W A S E R O A L G U R

N A I N E I P A I H L P N P

G E M Y P U M P S O R F D S

_____________1. This activity, like teeth-brushing, is part of hygiene training. *2 words _ ___________ 2. Wells help people to use water that is located here. *2 words _____________ 3. Some big wells have to use big trucks to install these deep enough. _____________4. This type of project is done when wells are broken. *2 words _____________5. This technology is located in a riverbed or channel to trap the water. _____________6. In some projects, this type of water is stored in big tanks that are attached to buildings.


get

involved

GET INVOLVED


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WAYS TO GET INVOLVED

The global water crisis is a big problem but there are lots of ways and organizations committed to solving it. Here at The Water Project, we invite students to get involved in several different ways. Overview: The Water Challenge The Water Challenge asks students (and maybe even teachers!) to give up all non-water beverages for two weeks. The idea is that money that would normally be spent on consumption is simply diverted to a contribution. The Fundraiser Kit includes hand outs, posters, videos and a Leader’s Guide. The Leader’s guide even includes a letter explaining The Water Challenge to parents. Participants also receive free wristbands to remind themselves of the challenge. More information is available at: http://thewaterproject.org/thewaterchallenge.asp Fundraising Ideas Our Fundraising Ideas page is just the tip of the iceberg! Using the images, posters and logos in our Media Kit, the Fundraising Ideas will really take life and you’ll see just how creative your students can be. Students are welcome to design their own The Water Project t-shirts with our logo or host an event like a talent show or concert. Both of these great resources are available for download at: http://thewaterproject.org/start-a-fundraiser.php myWaterProject The myWaterProject resource area allows any individual to learn more about the water crisis. Students can set up a profile and then gain impact points for downloading videos, handouts, and other materials. Students can also organize their own Water Challenges and fund-raising events through the interface. To log in and explore go to: http://my.thewaterproject.org/


resources

RESOURCES: Just The Facts


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JUST THE FACTS: WATER CRISIS BY THE NUMBERS In a world where we have some much information it is hard to sort out what is fact and what is just … well, fiction! We’ve done the footwork for you so you can learn what the facts are about the global water crisis.

● Globally we use 70% of our water sources for agriculture and irrigation, and only 10% on domestic uses.1

● 84% of the people who don’t have access to improved water, live in rural areas, where they live principally through subsistence agriculture.2

● Less than one in three people in Sub-Saharan Africa have access to a proper

toilet.3

● Over half of the developing world’s primary schools do not have access to water and sanitation facilities. Without toilets, girls typically drop out of school at puberty.4

● 443 million school days are lost each year due to water-related diseases.5

● Girls under the age of 15 are twice as likely as boys their age to be the family

member responsible for fetching water.6

● Almost two-thirds, 64% of households rely on women to get the family’s water when there is no water source in the home.7

● In developing countries, as much of 80% of illnesses are linked to poor water

and sanitation conditions.8



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● Nearly 1 out of every 5 deaths under the age of 5 worldwide is due to a water-related disease.9

● By investing in clean water alone, young children around the world can gain

more than 413 million days of health!10

● Half of the world's hospital beds are filled with people suffering from a water-related disease.11

● Nearly a billion, 884 million people do not have access to clean and safe

water. 37% of those people live in Sub-Saharan Africa.12

● The average container for water collection in Africa, the jerry can weighs over 40 lbs when full. 13

● The United Nations estimates that Sub-Saharan Africa alone loses 40 billion

hours per year collecting water; that’s the same as a whole year’s worth of labor by the entire workforce in France!14

● Research has shown that for every 10% increase in women’s literacy, a

country’s whole economy can grow by up to 0.3%.15

● According to the World Health Organization, for every $1 invested in water and sanitation, there is an economic return of between $3 and $34!16

● 1 in 8 people world wide do not have access to safe and clean drinking water.17

1AQUASTAT. Food and Agriculture Organization of the United Nations. “Water Use.” http://www.fao.org/nr/water/aquastat/water_use/index.stm

2WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation. “Progress on Sanitation and Drinking Water 2010.” Available at www.wssinfo.org/



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4UNICEF. “Water, Sanitation and Hygiene” Updated May 2010. http://www.unicef.org/media/media_45481.html

5United Nations Development Programme. “Human Development Report 2006: Beyond Scarcity: Power, Poverty and the Global Water Crisis.” 2006. Available at http://hdr.undp.org/en/reports/global/hdr2006/



8United Nations. Statement by Secretary General Koffi Annan. June 2003.

http://www.un.org/News/Press/docs/2003/sgsm8707.doc.htm 9WHO/UNICEF. “Diarrhoea: Why children are still dying and what can be done.” 2009. available at http://www.unicef.org/health/index_51412.html.

10World Health Organization. “Costs and benefits of water and sanitation improvements at the global level.” http://www.who.int/water_sanitation_health/wsh0404/en/

11United Nations Development Programme. “Human Development Report 2006: Beyond Scarcity: Power, Poverty and the Global Water Crisis.” 2006. Available at http://hdr.undp.org/en/reports/global/hdr2006/


13Jerry cans carry approx. 5 gallons of water so if a single gallon of water weighs 8.3 pounds, 5 gallons are 41.5 pounds.

14United Nations Development Programme. “Resource Guide on Gender and Climate Change.” 2009. Available at http://www.undp.org/climatechange/library_gender.shtml



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15UNICEF. “Water, Sanitation and Hygiene” Updated May 2010. http://www.unicef.org/media/media_45481.html

16

World Health Organization. Executive Summary of “Costs and benefits of water and sanitation improvements at the global level.” www.who.int/water_sanitation_health/wsh0404summary/en/

17Based on 87% of the global population using improved sources. Found in WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation. “Progress on Sanitation and Drinking Water 2010.” Available at www.wssinfo.org/

RESOURCES: Keep On Digging


36

KEEP ON DIGGING

This annotated bibliography should give you some insights into the different sources that we’ve used at The Water Project and may help you in your own research to see where you might want to keep digging to learn more. AQUASTAT. Food and Agriculture Organization of the United Nations. http://www.fao.org/nr/water/aquastat/water_use/index.stm AQUASTAT provides the United Nations with statistics on water with a focus on agriculture. They look at water resources, uses and agricultural water management. They focus on Africa, Asia, Latin America and the Caribbean. AQUASTAT provides information in country/regional fact sheets and maps as well as providing reports on water usage and withdrawal. On The Water Project website, we use AQUASTAT statistics when we talk about how water is used around the world for agriculture, industry and household purposes. United Nations. Statement by Secretary General Koffi Annan. June 2003. http://www.un.org/News/Press/docs/2003/sgsm8707.doc.htm Former Secretary General of the United Nations, Koffi Annan, gave a statement on June 5, 2003 for World Environment Day. His speech focused on water and the need for the UN to increase their efforts to breakdown the barriers that lead to economic water scarcity and increased disease in the developing world. The Water Project has used this speech to emphasize the huge portion of disease developing countries that could be prevented through improved water sources. United Nations Development Programme. “Human Development Report 2006: Beyond Scarcity: Power, Poverty and the Global Water Crisis.” 2006. Available at http://hdr.undp.org/en/reports/global/hdr2006/



37

The United Nations Development Programme (UNDP) is the United Nations Agency that targets all sorts of development issues to try to alleviate poverty around the world. The Human Development Report is an annual report that addresses various obstacles to development. The 2006 report focused on the global water crisis. The report itself gets very technical in some places and so the UNDP also provides a Summary and a Youth Booklet with the highlights from the report. The Water Project has used this report for facts relating to health and education. United Nations Development Programme. “Resource Guide on Gender and Climate Change.” 2009. Available at http://www.undp.org/climatechange/library_gender.shtml The UNDP Resource Guide is a smaller report than the UNDP Annual Development Report as it focuses just on gender and climate change at large. It looks at how gender and climate change impact each of the Millennium Development Goals. The Water Project has used this report in explaining how water collection is especially detrimental for women’s development. UNICEF. “Water, Sanitation and Hygiene” Updated May 2010. http://www.unicef.org/media/media_45481.html The United Nations Children’s Fund, better known as UNICEF, is the United Nations Agency that focuses on children. UNICEF has all sorts of information about various issues that impact children, including waterborne diseases and water supply. This particular link is primarily a summary of the past several years of reporting on water and sanitation issues. At The Water Project, we’ve used information from this link to discuss how a lack of water in schools causes girls to miss class after reaching puberty.



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World Health Organization. “Costs and benefits of water and sanitation improvements at the global level.” http://www.who.int/water_sanitation_health/wsh0404/en/ The World Health Organization (WHO) addresses all sorts of global health issues, from disease to unhealthy behaviors. This particular document explains how improving water and sanitation can improve the entire global economy. Because it is written in very high level economic terms, some people may prefer to simply use the executive summary. At The Water Project, we have referenced both documents for quoting statistics on the economic impact of clean water. WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation. “Progress on Sanitation and Drinking Water 2010.” Available at www.wssinfo.org/ The Joint Monitoring Programme (JMP) is the principal mechanism for analyzing and monitoring the progress of the United Nations Millennium Development Goal 7c which aims to halve the portion of the population without access to drinking water and improved sanitation. Every two years they publish a report with detailed statistics on water and sanitation on the national, regional and global levels. At The Water Project, we’ve used their information in many of the statistics relating specifically to access to toilets, and improved water sources. WHO/UNICEF. “Diarrhoea: Why children are still dying and what can be done.” 2009. available at http://www.unicef.org/health/index_51412.html This report is written jointly by UNICEF and the WHO and focuses on diarrhea, a health issue that is the second leading killer in children under 5 years of age. Like many reports from these major global agencies, it breaks down the problem (in this case diarrhea), gives a status report, and then presents a plan for how to potentially fix the problem. The Water Project uses this report for our statistics of waterborne disease and global health.



39

Additional Resources: We haven’t quoted from these sources directly, but they are great to know! UN-Water. “Welcome to UN-Water” http://www.unwater.org/ UN Water is meant to be a one-stop-shop for everything that the United Nations does regarding water. The JMP, for example is one of their programs. They also put out the World Water Development Report and the Global Annual Assessment on Sanitation and Drinking Water. United Nations “Millennium Development Goals” http://www.un.org/millenniumgoals/ The United Nations Millennium Development Goals website gives information on each of the goals and their specific targets. There is a Youth section that specifically gives students a way to get involved in the solutions. UN Millennium Project Task Force on Water and Sanitation. “Health, dignity and development: What will it take?” 2005. Download available at: www.unmillenniumproject.org/documents/What_Will_It_Take.pdf This report was written by the UN Millennium Project Task Force on Water and Sanitation. It tracks each of the Millennium Development Goals and explains a little bit about how providing people with clean and safe water can potentially impact almost all of the goals.

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